Foundation Years Trust

Impact April 21-March 23

See attached report ‘Wirral’s First 1001 Days’, published in March 2023 for project activity between April 2021 to March 2023

Although this grant specifically funded services delivered by the Foundation Years Trust and Koala NW, it also facilitated a cross-agency service redesign to strengthen collective action, empowering parents to nurture and support their children to achieve their full potential. It targeted Wirral’s five most deprived wards; Bidston & St James, Birkenhead & Tranmere, Rock Ferry, Seacombe, and Leasowe & Moreton East.

Impact 2024

Fifteen schools delivered our Little Explorers programme in 2024 and one provided EYFS data, clearly demonstrating that the children who attended these groups with their parents consistently over the year progressed two stages further across all areas of learning than those who did not attend. Another school provided anecdotal evidence that parents demonstrated more positive relationships with their children, were more likely to come to the school when issues arose and are more likely to volunteer at the school as a result of attending groups.

One area we measure is parental warmth and sensitivity. This is due to the vast array of evidence that this fosters security, attachment and emotional wellbeing, leading to better social, psychological and educational outcomes later in life. This chart demonstrates that parents identify themselves as being more sensitive towards their children

Alongside this, FYT aims to support parents to do more with their children. This is a difficult area to measure as parents would not want to tell professionals that they don’t already do some of these things. Nevertheless, this chart shows that parents report either doing the same amount or more of these tasks.

These results sit alongside anecdotal evidence from observations made by school and nursery staff of parents and children, and of children’s behaviour in the classroom; and parental feedback and comments all clearly demonstrate the positive impact made by the various programmes delivered by FYT over the year.

Comments from teachers:

We found that with children who started school in September, then Little Explorers in January, their confidence has really grown, they are building relationships with their peers, a lot more confident in play and their language is coming on. We’ve had some children who started with us when they were babbling but now because parents are extending the opportunity for language, they’re able to form sentences and use a lot more clear words in conversation.
I did a managing feelings and behaviour (topic) and quite a few parents came back to say they’re thinking about things differently now and a lot more empathetic with their children, and they’re helping them and supporting them to deal with their emotions.

Comments from parents:

Since coming Noah’s social skills are much better. He chats a lot more, plays more and it also helped me with anxiety and meeting new people thank you.
We love coming to the FYT groups. They provide much needed connection and socialization whilst being fun, informative and compelling. I am growing in confidence with regards to playing at home and out and about.

Foundation Years Trust

Impact 2025

During the year, eight schools successfully delivered Little Explorers groups, but more were recruited and are gearing up to deliver at the start of 2026. When schools deliver groups consistently, the impact is clear – improved learning outcomes for children, secure relationships with families and better engagement from parents in their child’s schooling.

From our own comprehensive evaluation, we can demonstrate an improvement across several areas of both parental warmth and sensitivity (crucial in supporting HLE) and in parental behaviour towards their child. The first graph demonstrates that parents report improvements in recognising developmental changes in their child (84.8%), being able to see the world through their child’s eyes (72%), able to explain things patiently (74.8%) and feeling confident to help with their child’s learning and development (77.6%). These are all important in developing attachment and secure relationships at home, forming the basis on which children learn and develop.

Significantly, there were also increases in parents doing more with their children on a regular basis. This is important to support children’s learning and development across various areas of learning.

Our data showed clear increases across all aspects of early learning. For example, ‘Talking about and playing with numbers, shapes and colours’, and ‘Pointing out letters and sounds’ showed an 80% increase in parental understanding and activity since attending our groups. Although ‘Listening and talking together’ had a lower percentage increase (54%) we recognise that parents subsequently identified that they were already doing lots of this at home prior to the groups, but attendance helped them understand the value to their child. ‘Pointing out signs and logos’ (73%) and ‘Making marks’ (74%), are both significant aspects of literacy development that had not occurred to most parents.

Finally, 63.7% of parents reported ‘Singing songs or rhymes’ more and 64% reported ‘sharing books and stories’ more often, both vital for communication and language development.

Comments from parents:

“We were stuck for ideas of things to do but I remembered that (child) had fun at your group last week playing with the oats in the tray, so I looked in the cupboard, got out some pasta and rice and she played for ages! Tipping and pouring and filling cups and bowls up. And it didn’t cost me a penny!” (Parent from Gautby Community group.)

“I joined the sessions maybe week 2 and loved seeing (child) in a different environment than at home. I didn’t feel she was missing out particularly on areas of development or different activities to what they do at home, until I came to the groups. I could get involved and see (child) play in a totally different way. The sessions gave lots of ideas to incorporate into home learning and furthering her development.” (Parent after Transition Group.)

“My child’s confidence has grown so much. I am so grateful for the thought that went into focus-based activities to interest him and the other children. After one particular session, he carried round his story sack that he created within Early Readers with for the whole week that followed, including hanging it on his scooter! I now regularly use the shopping list tasks/activities from the session on ‘environmental print/logos’. And when we’re on the bus now we tick off places and signs/logo we see. It’s been lovely to create a fun-focused activity out of an everyday routine!” (Parent attending Early Readers.)

Victoria stated that she really enjoyed coming to the sessions with her daughter and that Mila (child) has really grown in confidence since coming along. English is not a first language in their house and Mila is bilingual in Russian and English. Victoria voiced that her daughter now has a real love of English books as well as Russian as read to her previously and she will often get all her books out, set her dolls up in a semi circle and read and read out loud to them all!

“This is the best baby group I’ve ever been to! The others don’t ever seem long enough & you’ve gone round today being so chatty and friendly which is really lovely as I’ve found you don’t always get that at others we’ve been to” Parent attending community group.” (Parent at Baby Club event Sept 2025.)

Comments from parents & teachers

“We have really enjoyed these sessions. It’s been lovely seeing families return each week. We’ve tried different ways to support transition before, but nothing has worked quite like this. It’s given us the chance to really talk with parents—especially those new to our school—and listen to their worries. Some have shared concerns about their child needing extra support in September, and it’s been so valuable to have those conversations early. Honestly, we’d love to do this again next year—when can we book you in?” (Teacher from Holy Cross Primary School after Transition Groups.)

“We were worried about (child) starting school because they have been through a lot of change this year, but its been nice to see how happy they have been visiting school and how they have been excited to come back each week” (Grandparent attending transition group.)

“(Child) really struggles with separation anxiety and it was tricky on the first session. But by week 3 they have wondered off and had a little play without me. I know September will be hard after the summer holidays but I will be able to tell (child) about the fun they have had at these sessions and I’m sure it will help.” (Parent attending transition group.)

“I am listening better to my son and engaging in his learning more. I can see how happy this makes him and his development has soared.“

“I have learned skills to improve both of our listening and eel better equipped to help with his talking.”

“We had a good relationship previously, but the sessions have strengthened this.”

“Made us more aware of how to help him.”

“These sessions have given me more confidence in supporting my child’s learning. I have learnt new ways to teach letters and number through play.”

Early Explorers groups in the community

I like the way coming to this group helps give me ideas of what to make with my little one at home”.

“I thought people would judge me because of his behaviour, but I realised that he’s just doing what he’s supposed to be at his age.”

“It has been great to find out how I can incorporate reading into everyday activities”

(Noted over 3 weeks during an Early Explorers group). Mum asked how she can encourage more tummy time for LG (9months). She shared concerns that LG hates tummy time and is not yet crawling. I suggested a few extra things to encourage tummy time but ultimately just reassured Mum that she’s doing a great job, to keep it up and reminded her that the milestones are just guidelines.

RJ seemed a lot more positive today, mentioned LG still hates tummy time but has tried my suggestions & keeps doing them little & often when has time to sit & play.

Today I noticed RJ frequently encouraging LG to spend time on her tummy, with LG spending longer in that position before rolling back.